study guide for oject among the volcanoes by omar s ...in his book, among the volcanoes, omar...

Study Guide forAmong the Volcanoesby Omar S. Castañeda

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Goals 2000 - Partnerships forEducating Colorado Students

In Partnership with the Denver Public Schools

and the Metropolitan State College of Denver

Study Guide for Among theVolcanoes by Omar S. CastañedaBy Stella L. Garcia-Baca

Grades 6-8

Implementation Timefor Unit of Study: 6-8 weeks

Goals 2000 - Partnerships forEducating Colorado StudentsEl Alma de la Raza Curriculumand Teacher Training Project El

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Loyola A. Martinez, Project Director

1Goals 2000 Partnership for Educating Colorado Students

Study Guide forAmong the Volcanoes

by Omar S. Castañeda

Unit Concepts• Learning about the Mayan culture• Relevance of the story and issues in Among the Volcanoes, by Omar Castañeda,

to students’ lives• Gender roles

Standards Addressed by This UnitReading and Writing

Students read and understand a variety of materials. (RW1)

Students write and speak for a variety of purposes and audiences. (RW2)

Students write and speak using formal grammar, usage, sentence structure, punctuation,capitalization, and spelling. (RW3)

Students apply thinking skills to their reading, writing, speaking, listening, and viewing.(RW4)

Students read to locate, select, evaluate, and make use of relevant information from avariety of media, reference, and technological sources. (RW5)

Students read and recognize literature as a record of human experience.

History

Students understand that societies are diverse and have changed over time. (H3)

Students know that religious and philosophical ideas have been powerful forcesthroughout history. (H6)


IntroductionThe Mayan civilization lasted for approximately 3,000 years. It was a sophisticated civilizationthat produced many achievements in math, architecture, arts and science. It produced a verystructured political system and maintained strong religious beliefs. The Mayan people areknown to have lived in Chiapas, Guatemala, Honduras, and parts of the Yucatán Peninsula.

The culture of the Mayans was interesting and rich. Many of the traditions and practices of theMayan culture can be seen, even today, in the cultures of the Mexican people and many of theirMexican-American descendents.

In his book, Among the Volcanoes, Omar Castañeda describes many of the traditions and prac-tices of the Mayan people. His depiction of the lifestyle of a small village of Mayan people livingin Guatemala is realistic and moving. He brings to life the dreams and hardships of Isabel Pacay,a teenage girl living in Chuuí Chopaló with her family.

One of the major themes in Castañeda’s book is that of gender roles, especially for females. Hedescribes Isabel’s difficult choices and decisions concerning her life and responsibilities.

Implementation GuidelinesThis unit is written specifically for sixth grade language arts classes, but it could also be taughtas an interdisciplinary language arts-social studies unit. It is also possible to use the unit at theeighth grade level. The last lesson is intended to be used as an extension unit.

Lesson SummaryChapter 1 Internet Introduction to Mayan Indians,

vocabulary, comprehension activity

Chapter 2 Predicting Activity

Chapters 3 and 4 Reading for understanding, dictionary activity, comparison strategies

Chapter 5 Inferencing, summarizing activities

Chapter 6 Evaluating activity, vocabulary activity

Chapter 7 Interviewing and oral presentations

Chapter 8 Discussion activity, vocabulary activity

Chapter 9 Guided readings, comparison activity

Chapter 10 Diorama activity, peer assessment activity

Chapter 11 Drawing conclusions

Chapter 12 Analysis activity

Chapter 13 Compare/Contrast activity

Chapter 14 Predicting activity

Chapter 15 Character analysis


Chapter 1

What will students be learning?

STANDARD(S)Students write and speak for a variety of purposes and audiences. (RW2)Students write and speak using formal grammar, usage, sentence structure, punctuation, capi-talization, and spelling. (RW3)Students use appropriate technologies to extend comprehension and communication skills inreading, writing, speaking, listening, and viewing. (RW7)

BENCHMARK(S)Students write and speak for a variety of purposes.Students write and speak to peers, teachers and the community.Students use correct sentence structure in writing.Students demonstrate correct punctuation, capitalization, and spelling.Students use appropriate technologies to access, process, and communicate information for avariety of purposes.

OBJECTIVE(S)Students will make an oral presentation to their peers.Students will be able to answer questions about their reading using complete sentences.Students will understand how to use the Internet.

What will be done to help students learn this?

INSTRUCTIONAL STRATEGIESShared readings (whole class)Teacher-guided discussionOral presentationsInternet access

ACTIVITIESBefore starting the book, students will access the Internet to get general information about theMayan Indians, by typing in one of the URL addresses from the bibliography or using a searchengine (searching for “Maya Culture”). Students are to take notes about what they have readand be able to present the information to the class. After each student has obtained informationfrom the Internet, students will present the information to the class in five-minute presentations.

In class, have students take turns reading Chapter 1 of Among the Volcanoes out loud, while otherstudents in the class read along. When finished with the chapter discuss what has happenedand why it is important. Complete the vocabulary worksheet and the comprehensionworksheet.


Chapter 1 (cont.)

VOCABULARYmaestro TeacherQuiché Mayan language

RESOURCES/MATERIALSInternet accessworksheet with questions about the chapter

ASSESSMENTInformal assessment of oral presentations. Demonstrated understanding of vocabulary words.Accurate answers to comprehension questions, written in complete sentences and using correctgrammar and punctuation.


Vocabulary: Chapter 1Find the following words in the book. Try to figure out their meaning by the way they are usedin the sentences. Write what you think the word means. Look up each word in the dictionaryand compare your definition with the dictionary definitions.

wadding (p. 1)My definition: _______________________________________________________________________

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Dictionary definition: ________________________________________________________________

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looming (p. 1)My definition: _______________________________________________________________________

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reverence (p. 1)My definition: _______________________________________________________________________

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intoned (p. 2)My definition: _______________________________________________________________________

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marimba (p. 3)My definition: _______________________________________________________________________

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Vocabulary: Chapter 1 (cont.)

reminisce (p. 3)My definition: _______________________________________________________________________

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glyphs (p. 3)My definition: _______________________________________________________________________

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iridescent (p. 4)My definition: _______________________________________________________________________

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collaborate (p. 5)My definition: _______________________________________________________________________

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guerrilla (p. 5)My definition: _______________________________________________________________________

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elegant (p. 8)My definition: _______________________________________________________________________

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Vocabulary: Chapter 1 (cont.)

dread (p. 9)My definition: _______________________________________________________________________

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alcove (p. 10)My definition: _______________________________________________________________________

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estuary (p. 10)My definition: _______________________________________________________________________

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germinate (p. 11)My definition: _______________________________________________________________________

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Comprehension Questions: Chapter 1Directions: Answer the following questions using complete sentences.

1. What is a huipil?Answer: A huipil is a white blouse with colorful brocade at the collar.

2. What is the name of the village where this story takes place?Answer: The name of the village is Chuuí Chopaló.

3. What was Isabel’s teacher’s name?Answer: Her teacher’s name was Andres Xiloj.

4. What tribe did Isabel’s family belong to?Answer: They were part of the Mayan tribe.

5. What kind of crops were grown in the area?Answer: Corn and coffee were grown in the area.

6. What two strange things had happened to make Isabel follow her father?Answer: Isabel’s father was leaving the house without eating breakfast and her motherwas still in bed.

7. What did Isabel desire to do with her life?Answer: Isabel wanted to be a teacher.

8. What was Isabel doing for her family? Why?Answer: Isabel was taking over the job of caring for her family because her mother was ill.

9. What did Isabel’s father do with the hen? Why?Answer: Isabel’s father cut the throat of the hen to make an offering to the gods.

Possible Writing Assignment: Have you ever had to take responsibility for the jobs ofother people in your family when they were sick? How did you feel about having to doextra work?


Chapter 2


STANDARD(S)Students write and speak using formal grammar, usage, sentence structure, punctuation, capi-talization, and spelling. (RW3)Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4)

BENCHMARK(S)Students will use correct sentence structure in writing.Students will demonstrate correct punctuation, capitalization, and spelling.Students will make predictions, analyze, draw conclusions, and discriminate between fact andopinion in reading writing, speaking, listening, and viewing.

OBJECTIVE(S)Students will predict what will happen in the story and will defend their point of view.Students will use the knowledge they have gained from their reading to answer the questions.


INSTRUCTIONAL STRATEGIESDirect interactionClass discussionShared reading (whole class)Teacher-directed questions

ACTIVITIESAfter reading Chapter 2, students will discuss their predictions for the story. They must defendtheir point of view using information from the book.Following the discussion, students will answer the questions on the comprehension worksheet.

RESOURCES/MATERIALScomprehension worksheet

ASSESSMENTInformal assessment of oral discussion. Worksheet completed using complete sentences andcorrect grammar and punctuation.


Predicting: Chapter 2In the last chapter we read that Isabel was taking over some of her mother’s responsibilities forthe family. How do you think Isabel feels about having to do this and what do you think shewill do in the future?

Reading Questions

1. Where did Isabel put the urn of water to carry it?Answer: She put the urn on top of her head.

2. How many people are in Isabel’s family? Who are they?Answer: There are six people in the family: the mother, the father, the younger sister, twobrothers and Isabel.

3. Why did Isabel want to be a teacher?Possible answer: Isabel wanted to be a teacher because she felt that as a teacher shecould connect with something important in the world, something larger than herself.

4. What did Isabel’s mother eat to try to cure her illness?Answer: Isabel’s mother ate grilled crickets to try to cure her illness.


Chapters 3 and 4


STANDARD(S)Students read to locate, select, evaluate, and make use of relevant information from a variety ofmedia, reference, and technological sources. (RW5)Students know that religious and philosophical ideas have been powerful forces throughouthistory. (H6)

BENCHMARK(S)Students understand the structure, organization, and use of various media, reference materials,and technological sources, and use them appropriately to locate information for their reading,writing, and speaking purposes.Students know how various forms of expression reflect religious beliefs and philosophical ideas.

OBJECTIVE(S)Students will understand the meaning of important vocabulary words.Students will use comparison strategies to understand differences in human behavior.


INSTRUCTIONAL STRATEGIESUsing dictionaryDefiningIndependent readingDrawing conclusions

ACTIVITIESAfter reading independently, students will use a dictionary, if necessary, to complete the vo-cabulary worksheet. In small groups, students will discuss the questions on the comprehensionworksheet. They should then write the answers in complete sentences.

RESOURCES/MATERIALSdictionaryvocabulary worksheetcomprehension worksheet

ASSESSMENTCorrect answers for the vocabulary and comprehension worksheets.


Vocabulary: Chapters 3 and 4

Choosing the best definitionDirections: Read each sentence. Write the letter and the best definition for the word in darktype. If you don’t recognize the word, look it up in a dictionary. The page where each sentenceoccurs is in parentheses.

1. There was such a commotion in the clearing that the entire village seemed to be a tightlycoiled rope wrapped around a center full of discord. (p. 24)a. noisy rushing aboutb. very loud noisec. great roar

2. Even more startling than his pleading manner… (p. 25)a. hopefulb. angryc. begging

3. Several men spoke in Tzutujil about the American’s arrogance. (p. 28)a. way of speaking, poor accentb. important papersc. too much pride, self-importance

4. He had been standing still, noting the barely perceptible exchange between Isabel andthe tall foreigner… (p. 29)a. noticeableb. thinkablec. likable

5. They had to behave well in public, but this was an uncommon stiffness and formality.(p. 30)a. being too embarrassedb. being too correctc. being out of control

6. In spite of herself, she felt resentment towards her mother’s illness simply because itprevented her from returning to Lucas Choy. (p. 32)a. uncertaintyb. lack of awarenessc. bitterness


Vocabulary: Chapters 3 and 4 (cont.)

7. Though these were the most ordinary of things in Chuuí Chopaló, ascending as she wasto the house of the mystical Eziquel, Isabel felt a ripple traverse her body because ofnature’s activity. (p. 33)a. travel throughb. shakec. tickle

8. Muffled voices carried through the vine-lashed walls and across the short distancebetween the simple hut and Isabel… (p. 33)a. very loudb. anxiousc. hard to hear

9. …although Isabel was sure that he had meant it more as a warning not to disturb any-thing than as reassurance that she would be heard by divine forces. (p. 36)a. making sure of againb. giving help toc. holding up

10. The sanjorín raised his eyebrows at the young and presumptuous girl. (p. 37)a. beautifulb. overconfidentc. cautious

11. The sanjorín sprinkled yellow tree-sap incense over the coals and waved the smokingpot in each of the four directions. (p. 39)a. town clerkb. town healerc. town priest

12 Both mother and daughter waited for the terrible diagnosis. (p. 41)a. information about her healingb. noise following her treatmentc. analysis regarding her illness

13. “If,” Eziquel sliced in, “you make atonements.” (p. 42)a. new medicinesb. amends for a wrongc. sacrifices


Vocabulary: Chapters 3 and 4 (cont.)

14. Manuela swayed dangerously backward. (p. 43)a. moved very fastb. hurried one wayc. moved slowly back and forth or to one side

15. The blood and dirt coagulated into a muddy patch. (p. 44)a. clottedb. flowedc. changed


Comprehension: Chapters 3 and 4Directions: Answer each question in a complete sentence. Remember to start each sentence witha capital letter and to end it with a period.

1. What is Tzutujil?Answer: Tzutujil is a Mayan language.

2. Compare the way the foreigner stood to the way Don Nicolás stood. What do you thinkthis meant?Possible answer: The foreigner stood with his legs spread apart and he talked with hishands moving a lot. Don Nicolás stood with his hands close to his body and his legsclose together. This might mean that the foreigner was trying to get something and DonNicolás was not wanting to hear.

3. Where was the foreigner from and why was he there?Answer: The foreigner was from the United States. He was there as a medical studenttrying to do research.

4. What was done to disgrace the soul and the family of a person?Answer: The person was killed and his hands or feet were cut off and taken.

5. In what country is Chuuí Chopaló?Answer: Chuuí Chopaló is in Guatemala.

6. What had Lucas Choy asked Isabel?Answer: Lucas Choy asked Isabel how her mother was.


Chapter 5


STANDARD(S)Students read and understand a variety of materials. (RW1)Students read to locate, select, evaluate, and make use of relevant information from a variety ofmedia, reference, and technological sources. (RW5)

BENCHMARK(S)Students use comprehension strategies.Students paraphrase, summarize, organize, evaluate, and synthesize information.

OBJECTIVE(S)Students will understand by “reading between the lines.”Students will summarize what has been read.


INSTRUCTIONAL STRATEGIESMaking inferencesSummarizingCooperative reading (small groups)

ACTIVITIESRead Chapter 5 in small groups. Look at the Inferences worksheet. Read each passage andanswer questions.

RESOURCES/MATERIALSInferences worksheet.

ASSESSMENTCorrect answers given on the worksheet. Well-written summary, using correct punctuation andform.


Inferences: Chapter 5

Drawing InferencesTo draw an inference means to make a decision or an opinion about something by using infor-mation, details, or reasoning.

Directions: In this section you are to read the passages below. After reading each passage, choosethe sentence that best shows understanding of the passage. Write each letter and sentence.

PASSAGE 1“All foreigners are ugly. They’re fat.”

“He wasn’t fat.”

José laughed at their argument. “And noisy.” He perched his hands atop the stick. “And arrogant.”

“All right!” Isabel said.

“And too big,” Marcelina continued.

“And too white,” José added.

“They look sick.”

“Stop it!”

Suddenly the blanket swooshed out.

Alfredo glared at them. “What’s the matter?” His eyes dared a response. “Don’t make so muchnoise. Your mother needs to rest.”

José and Marcelina’s teasing died away in soft chuckles.

“Never mind about the American!” Alfredo said. “They’re only trouble.” (p. 46)

1. a. The Pacay family thinks that foreigners are trustworthy and helpful.b. The Pacay family doesn’t like or trust foreigners.c. The Pacay family doesn’t want to talk to foreigners.

PASSAGE 2Isabel again stood by the door. The males of the family leaned against the walls and used tortillasto spoon the beans. Alfredo ate a pepper with nearly every tortilla. José could only eat two of thechiles, and Diego didn’t dare eat even one. Females would never be expected to eat peppers.

Alfredo and his sons were nearly finished by the time Marcelina appeared. The two girlsquickly joined the others and began to eat. Just as Isabel had her first mouthful, Alfredo told herto pick a lime from one of the trees and to bring him salt. José asked for water, followed byDiego. Marcelina asked, too. (p. 49)

2. a. Males and females are not equal in the Pacay family.b. Males are not as important in the Pacay family.c . Females are not as important in the Pacay family.


Inferences: Chapter 5 (cont.)

PASSAGE 3“It is like smoking. Before it was only for ceremonies. Now there are those who smoke all daylong. And in the east, tobacco companies offer so much to the farmers that they turn away fromgrowing food and grow only poison. It’s like I always say: So much is gone.” (p. 51)

3. a. Tobacco companies are helping the farmers.b. Smoking is good for the farmers.c. Smoking is not a good thing to do.

PASSAGE 4“I’m kept in and I’m never going to learn another thing. I’m never going to know anything.”

Teresa shrugged. “What do girls need to know, anyway?”

Isabel drooped onto the fence with a deep sigh. “You know what I mean.”

“Come on, you’ll be married soon.” (p. 55)

4. a. Married girls don’t need to know very much.b. Girls who go to school don’t learn much.c. If a girl gets married she doesn’t learn anymore.

PASSAGE 5“If this is the way you feel now, what will happen later?”

“What do you mean?”

“When you get married.”

“What do—” And then she saw his brooding look, his concern, and it all became perfectly clearto her. “This is what you’ve been angry about, isn’t it? This is why you’ve been distant. Isn’t it?”

“What am I supposed to think?”

“I’m taking care of my mother. And the family.”

“And you don’t want to go back to school?”

She could not lie.

“You don’t complain about having to take care of the family?”

“This isn’t fair, Lucas.”

His voice got loud enough to make the others turn. “What am I supposed to think? What kindof woman acts like that?” (p. 62)

5. a. Lucas is jealous because Isabel is taking care of her family.b. Isabel doesn’t want to take care of her family.c. When married, Isabel should want only to take care of her family.


Summarizing: Chapter 5Summarizing is telling only the most important parts about what has happened.

Directions: Write a short summary about what has happened in Chapter 5. Make sure youindent to start your paragraph. Write complete sentences, with a capital letter to start eachsentence and some kind of punctuation to end each sentence.


Chapter 6


STANDARD(S)Students read and understand a variety of materials. (RW1)Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4)

BENCHMARK(S)Students use word recognition skills, strategies, and resources.Students make predictions, analyze, draw conclusions, and discriminate between fact andopinion in reading, writing, speaking, listening, and viewing.

OBJECTIVE(S)Students will understand that each social environment has its own way of life.Students will practice using vocabulary from their reading.


INSTRUCTIONAL STRATEGIESEvaluatingIndependent practice

PRELIMINARY LESSON PREPARATIONStudents should have read through Chapter 6.

ACTIVITIESWith a partner, complete the worksheet on comprehension and the vocabulary worksheet.

RESOURCES/MATERIALScomprehension and vocabulary worksheetsdrawing paper (optional)

ASSESSMENTCorrect responses on comprehension worksheet. Completed vocabulary worksheet with draw-ings.


Comprehension: Chapter 6Directions: Write the response which correctly answers the question or finishes the sentence.

1. Girls in this environmenta. get married at a very young age.b. don’t have many children after they get married.c. think marriage is silly.

2. Isabel dried the freshly washed clothesa. in the clothes dryer.b. by shaking them in the air.c. by hanging them on the fence.

3. About how much is a dollar worth in quetzales?a. 25 quetzalesb. 65 quetzalesc. 2.6 quetzales

4. The American was in Chuuí Chopaló toa. draw pictures about symptoms people had when they were ill.b. learn to speak Spanish and Tzutujil.c. find a young wife.

5. Isabel’s mothera. wanted Isabel to get to know the American so he could help her.b. was angry that Isabel was talking to the American.c. didn’t care about the American.

6. Who had asked the American to go to Guatemala?a. The people of Chuuí Chopaló had asked him.b. No one had asked him.c. The government of Guatemala had asked him.

7. Isabel talked to the American becausea. She liked him.b. She was curious about him.c. She wanted to help him.

8. Who are the “poor, unfortunate” people? (p. 72)a. The Americansb. Isabel’s familyc. The villagers in Chuuí Chopaló


Vocabulary: Chapters 5 and 6Directions: On a separate piece of paper, write a complete sentence using each of the words inthe list. Remember to start each sentence with a capital letter and to end it with a period. Aftereach sentence draw a picture that helps you think of the meaning of the word.

• argument• arrogant• intermittent• scar• irritation• opportunity• pathetic• tease• taunting• conspire• constant• vain• yelp• opt• partition


Chapter 7


STANDARD(S)Students write and speak for a variety of purposes and audiences. (RW2)Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4)Students understand that societies are diverse and have changed over time. (H3)

BENCHMARK(S)Students write and speak for a variety of purposes.Students write and speak to peers, teachers, and the community.Students use reading, writing, speaking, listening, and viewing to gather data, define the prob-lem, and apply problem-solving skills.Students know how various societies have been affected by contacts and exchanges amongdiverse peoples.

OBJECTIVE(S)Students will gather information to help them understand the differences and similaritiesbetween their society and that of the descendants of the Mayans discussed in the book.


INSTRUCTIONAL STRATEGIESInterviewingRetelling

ACTIVITIESIn small groups students will reread pages 78 and 79. They will write down the different healingrecipes described on these pages. Students will then discuss any “home remedies” used by theirparents and relatives. They will also write these down in recipe form. As homework, studentsare to interview a parent, relative, or acquaintance and write down a recipe for a cure. Thefollowing day, students are to present their recipe to the class orally.

RESOURCES/MATERIALSrecipe sample

ASSESSMENTInformal assessment of presentations. Recipes are easy to understand and directions makesense.


Recipe Sample

Curing Baby’s Upset Stomach

1⁄4–1⁄2 cup baking soda4 tablespoons warm water (approximate) (enough to make a paste)

Directions: Mix warm water and baking soda gradually until they form a smooth paste. Useonly as much water as needed. Lay baby on back. Carefully rub the paste over the baby’s stom-ach, until the entire stomach area is covered. Cover baby with a light blanket or T-shirt.


Chapter 8


STANDARD(S)Students read and recognize literature as a record of human experience.

BENCHMARK(S)Students read literature to understand places, people, events, and vocabulary, both familiar andunfamiliar.Students read classic and contemporary literature, representing various cultural and ethnictraditions from throughout the world.

OBJECTIVE(S)Students will understand that individuals in an environment have occurrences that are uniqueto their lives.Students will recognize events as being familiar/unfamiliar to their lives.


INSTRUCTIONAL STRATEGIESShared readingsThink-alouds

ACTIVITIESThe class will read Chapter 7 together. When finished with the chapter, they will discuss thequestions for this chapter. They will give their opinions and support those opinions.

RESOURCES/MATERIALSshared questions

ASSESSMENTClass participation in reading and responding to questions.


Discussion Questions: Chapter 81. On page 84, it says that Alfredo Pacay “wore his cloak of privacy so tightly.” What was

his cloak of privacy? Why do you think he is “wearing” it so tightly?Possible answer: His “cloak of privacy” means that Alfredo Pacay was being very with-drawn from others and would not speak much or share his feelings. It’s possible thathe’s “wearing it so tightly” because he is very worried about his wife and his family.

2. When Isabel’s dad said, “We need to do something,” Isabel was very proud and yet afraid.Why? Describe a similar situation that you or someone you know has experienced.Possible answer: Isabel was proud because she felt her father trusted her and was treat-ing her as an adult. She was afraid because she wasn’t sure that she could really handlethe responsibilities of an adult. She might have also been afraid of losing her dream ofbeing a teacher. [A situation might be the caring of a younger brother or sister, etc.]

3. Isabel went for a walk which took her through corn fields and cacti to avoid Lucas and theother men who were laying the pipeline. Why was she trying to avoid Lucas? Tell of a timethat you’ve had to walk a different way or stay in a different room to avoid someone.Possible answer: She was trying to avoid Lucas because they weren’t getting alongvery well. When friends aren’t getting along sometimes they don’t want to even seethe other person.

4. In this chapter, the butchering of a steer is described. Why do you think the men whobutchered the steer did it there on the mountain? Was the description of the butcheringrealistic? Have you ever seen a real animal butchered? How did you feel reading thispart of the book?Possible answer: The men probably butchered the steer on the mountain because itwasn’t theirs and they didn’t want to be seen. [Any articulate expression of reaction isacceptable.]

5. The men were wearing military uniforms, but they weren’t the same uniforms that Isabelhad seen before. Who do you think these men are? Why do you think they are there?Possible answer: The men might be from another country or from another group whodon’t like the way things are going there. They might be there to try to take over.

6. The man saw Isabel hiding in the rocks. Why didn’t he make her get out or tell his friends?Possible answer: The man didn’t want to hurt Isabel. He knew she was helpless againsthim and his friends.


Vocabulary: Chapter 7 and 8Directions: Find the correct synonym for group A in group B. Write the correct letter on thecorresponding line.

Group A Group B

_____ 1. rapid A. town

_____ 2. serious B. hit

_____ 3. village C. purchase

_____ 4. tantalize D. fast

_____ 5. prepare E. little

_____ 6. struggle F. solemn

_____ 7. small G. consistent movement

_____ 8. buy H. hurt

_____ 9. strap I. continue

_____ 10. rhythm J. roam

_____ 11. damage K. tease

_____ 12. smack L. get ready

_____ 13. shift M. fasten

_____ 14. resume N. change

_____ 15. wander O. fight


Chapter 9


STANDARD(S)Students read and recognize literature as a record of human experience. (RW6)Students know that religious and philosophical ideas have been powerful forces throughouthistory. (H6)

BENCHMARK(S)Students read literature to investigate common issues and interests in relation to self and others.Students read literature to understand places, people, events, and vocabulary, both familiar andunfamiliar.Students know how various forms of expression reflect religious beliefs and philosophical ideas.

OBJECTIVE(S)Students will reflect on their own religious practices and beliefs as they are a part of history.Students will recognize various expressions of religious beliefs.


INSTRUCTIONAL STRATEGIESGuided readingsComparisonsDiscussion

ACTIVITIESStudents will read Chapter 9 together in small groups. After reading the chapter, students willlist particular religious practices referred to in the story. Next to the list students will note thosepractices that their family also follows, with a brief comparison explaining how the practice issimilar, different, or the same. When finished with the comparison, students will discuss in theirsmall groups which practices they have in common.

RESOURCES/MATERIALSsample list

ASSESSMENTInformal assessment of discussions. Use key created by teacher to check comparison lists.


My Religious Practices

In my religion they also have a chalicewith the host.

Comparison of Religious Practices

Religious Practices in Book

“They set up a box and two silver chal-ices, one with a host, the other with a pairof tongs.”


Chapter 10


STANDARD(S)Students write and speak for a variety of purposes and audiences. (RW2)Students read and recognize literature as a record of human experience. (RW6)

BENCHMARK(S)Students write and speak to peers, teachers and the community.Students read literature to investigate common issues and interests in relation to self and others.Students read classical and contemporary literature, representing various cultural and ethnictraditions from throughout the world.

OBJECTIVE(S)Students will read to recognize traditions as being common to various groups in diverse popu-lations, including their own.Students will practice speaking in front of others.


INSTRUCTIONAL STRATEGIESIndependent readingVisualizationOral presentations

ACTIVITIESChapter 10 will be read independently. Each student will design and construct a dioramadepicting the scene taking place in this chapter. Students are to include that which is familiar tothem in their daily lives as well as some things that may be unfamiliar.

When finished with the diorama, each student will give a short oral presentation of their di-orama. Students will assess the other students’ presentations.

RESOURCES/MATERIALSshoe box or other small box to make diorama

various arts and crafts items such as: glue, construction paper, markers, colored pencils, differ-ent colors of cloth, scissors

sample score sheet

ASSESSMENTPeer assessment.


Peer Assessment

Diorama

Excellent Good Fair Poor

• Neat • Neat • Fairly neat • Messy• Colorful • Colorful • Some color • Little color• Easy to recognize • Some detail • Some detail • Few or no

what’s happening details• Lots of detail

Construction ________ ________ ________ ________

Scenery ________ ________ ________ ________

Tells the story ________ ________ ________ ________

Oral Presentation

Excellent Good Fair Poor

Understandable ________ ________ ________ ________

Speaking voice ________ ________ ________ ________easy to hear

Interesting story ________ ________ ________ ________

Speaks to the ________ ________ ________ ________audience


Chapter 11


STANDARD(S)Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4)Students read and recognize literature as a record of human experience. (RW6)

BENCHMARK(S)Students make predictions, analyze, draw conclusions, and discriminate between fact andopinion in reading, writing, speaking, listening, and viewing.Students use reading, writing, speaking, listening and viewing to gather data, define the prob-lem, and apply problem-solving skills.Students read literature to understand places, people, events and vocabulary, both familiar andunfamiliar.Students read classic and contemporary literature, representing various cultural and ethnictraditions from throughout the world.

OBJECTIVE(S)Students will draw conclusions from what they have read and will predict what will happen later.Students will understand the problem presented and anticipate problem-solving techniques.Students will become familiar with different cultural and ethnic traditions.


INSTRUCTIONAL STRATEGIESRead-aloudsPredictingProblem/solutionDiscussionExpository writing

ACTIVITIESRead Chapter 11 aloud, taking turns reading to the class. Discuss the three signs which were leftat the Pacay house. What could these signs mean and why were they left there? After the discus-sion, write a one- to two-page essay explaining why these signs may be a problem. What couldbe done to solve the problem? How do you think the Pacay family is going to handle this situa-tion? Your essay should be written using correct grammar and in correct paragraph form.

ASSESSMENTExpository writing using problem-solving and predicting what will happen. Essays should begrammatically correct.


Chapter 12


STANDARD(S)Students write and speak for a variety of purposes and audiences. (RW2)Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4)Students read and recognize literature as a record of human experience. (RW6)Students understand that societies are diverse and have changed over time. (H3)

BENCHMARK(S)Students prepare written and oral presentations using strategies.Students recognize, express, and defend points of view orally and in writing.Students read literature to investigate common issues and interests in relation to self and others.Students read literature to understand places, people, events, and vocabulary, both familiar andunfamiliar.Students understand the history of social organization in various societies.

OBJECTIVE(S)Students will recognize the different roles of girls and boys in society.Students will be able to recognize their role in their family and community.Students will understand that which happens to people in certain places.


INSTRUCTIONAL STRATEGIESCooperative readingListingInferencingNote takingDrawing conclusions

ACTIVITIESStudents are to read Chapter 12 in small groups or in pairs. With your group, make a list ofactivities that Isabel is required to do that are different from what her brothers and sister arerequired to do. Emphasis should be on Chapter 12, but you may list other activities from the restof the book. After each activity make a note of the reason you think she is required to do activi-ties which are different from her brothers and sister. These reasons may include, but are notlimited to: age, being a girl, favorite child, etc.

When finished with this list, as a group, make a list of the activities you are required to do inyour home or community which are different from those your brothers and sisters are requiredto do. Again, next to each activity, make a note of the reason you think there are differences.

When all groups have finished the written activities, present your list to the entire class, defend-ing your reasons for the differences in required activities.


Chapter 12 (cont.)

RESOURCES/MATERIALSsample form for list

ASSESSMENTInformal assessment of oral presentations. Lists from the book should be accurate; reasonsshould be well thought out.


Required Activity Reason

Isabel’s father decides that she must go She is older; she is a girl.to the hospital with her parents.

Isabel stays in the waiting room with She is older; she is a girl.her mother.

List of Isabel’s Activities


Chapter 13


STANDARD(S)Students write and speak for a variety of purposes and audiences. (RW2)Students write and speak using formal grammar, usage, sentence structure, punctuation, capi-talization, and spelling. (RW3Students read and recognize literature as a record of human experience. (RW6)Students understand that societies are diverse and have changed over time. (H3)

BENCHMARK(S)Students write and speak for a variety of purposes.Students write and speak to peers, teachers, and the community.Students prepare written and oral presentations using strategies.Students recognize, understand, and use formal grammar in speaking and writing.Students use correct sentence structure in writing.Students demonstrate correct punctuation, capitalization, and spelling.Students read literature to investigate common issues and interests in relation to self and others.Students understand the history of social organization in various societies.

OBJECTIVE(S)Students will understand how different people are affected by prejudice in their lives.Students will understand the workings in personal relationships including their own personalrelationships and beliefs about these relationships.Students will understand how an individual’s society affects relationships.


INSTRUCTIONAL STRATEGIESIndependent readingDiscussionsCompare/contrastExpository writing

ACTIVITIESDiscuss with your classmates what has happened in this chapter. Include in your discussion:prejudice and its effects on people; boyfriends, girlfriends, and expectations in relationships;and differences and similarities in the way you and your parents or other adults think aboutthese issues.

There are two major concepts being discussed in this chapter. One involves understanding cul-tural background. The other concerns relationships between two people. On a separate piece ofpaper, write a one-page essay about both concepts. In your essay include at least one relevantincident in your life. Make sure you use correct form, grammar and punctuation in your writing.


Chapter 13 (cont.)

ASSESSMENTEssays should be well written, using correct grammar, sentence structure, and punctuation.


Chapter 14


STANDARD(S)Students read and understand a variety of materials. (RW1)Students apply thinking skills to their reading, writing, speaking, listening, and viewing. (RW4)

BENCHMARK(S)Students make connections between prior knowledge and what they need to know about atopic before reading about it.Students make predictions, analyze, draw conclusions, and discriminate between fact andopinion in reading, writing, speaking, listening, and viewing.

OBJECTIVE(S)Students will understand that their own experiences often relate to what they are reading,making it easier to understand what is being read.Students will be able to draw conclusions about what they have read and predict what willhappen next.


INSTRUCTIONAL STRATEGIESShared readingPredictingParaphrasingComprehension strategiesQuestioning

ACTIVITIESAs a group, students will read Chapter 14 and answer worksheet questions in completesentences.

RESOURCES/MATERIALSworksheet

ASSESSMENTQuestions are to be answered in complete sentences.


Questions: Chapter 14Directions: Answer the following questions in full sentences.

1. Isabel is feeling that everything in her life is going wrong and that it is all her fault. Doyou agree with Isabel’s idea that everything is her fault? Explain your reasons for agree-ing or disagreeing. Has there ever been a time in your life that everything seemed to begoing wrong? What did you do about it? Who did you talk to?Possible answer: It is unlikely that everything that is going wrong in her life is her fault.She wasn’t the one who made her mother sick. She hadn’t really done anything wrong tomake Lucas angry with her. I think that she has a guilty conscience about wanting to domore with her life and because of that she blames herself for everything.

2. Isabel’s teacher, Maestro Xiloj, talks about the teacher strike. Why were the teachersgoing on strike? Do you think this was the right way to solve the problem? Why or whynot? There have been many different strikes in recent years. Describe one that you knowabout and tell how you felt about it.Possible answer: The teachers were going out on strike because the government tookaway the lunch that had been provided for the students and the teachers wanted to bepaid more. [Any strike that the student knows about is acceptable.]

3. On page 164, Castañeda compares what is happening in Isabel’s life to a volcano. Ex-plain what he means by this comparison.Possible answer: Everything in Isabel’s life is going wrong and it seems to be shootingup in her face. The problems that she is facing are also very important and frightening,just as an erupting volcano is. Also, like a volcano, sometimes the problematic issues arevery calm and sometimes they become hot and erupt.

4. On page 166, Maestro Xiloj talks to Isabel about the danger of being different. Why is itdangerous if you are different? Give an example of “different” being dangerous.Possible answer: Sometimes people are afraid of what is different and so they try to stopanything that is different. Allan Waters wasn’t from Guatemala and some of the peopleof Chuuí Chopaló were harassing the Pacay family because they had talked with him.

5. Why is it important for individuals to accept themselves for what they are? Maestro Xilojtells Isabel that she doesn’t have to do what everyone else says. Do you agree withMaestro Xiloj? Why or why not?Possible answer: It is important for individuals to accept themselves as they are becauseit is very difficult to live your life always having to fight with yourself. A person canbecome physically ill trying to be what they are not.


Chapter 15


STANDARD(S)Students write and speak for a variety of purposes and audiences. (RW2)Students read and recognize literature as a record of human experience. (RW6)

BENCHMARK(S)Students write and speak for a variety of purposes.Students plan, draft, revise, proofread, edit and publish written communications.Students use the most appropriate method—handwriting or word processing—to produce aproduct that is legible.Students read literature to investigate common issues and interests in relation to self and others.

OBJECTIVE(S)Students will understand and be able to analyze a character through their reading.Students will be able to edit others’ work.Students will make the connection between their own lives and the lives of people in anotherculture.


INSTRUCTIONAL STRATEGIESCharacter analysisIdea diagramAnalyzing

PRELIMINARY LESSONStudents must read Chapter 15 independently, either in class or for homework.

ACTIVITIESAfter reading the chapter, students are to write a character analysis of Isabel and Lucas Choy. Aphysical description and a character description of each person should be included. A finalanalysis relating to the story’s ending should also be a part of this description. Some questionsstudents might ask themselves about these characters are: Why did Isabel want Lucas’ ap-proval? Why was Lucas so angry with Isabel? Did either of the characters know what the otherwas thinking? Why or why not? What was it about each character that drew them together?

After the first draft of the character analysis has been written, each student is to team up withanother student to discuss their analyses and to discuss an event in their own lives that may besimilar to an experience of Isabel or Lucas. After the discussion, each student is to edit the otherstudent’s work. Editing should include proper use of grammar and punctuation, proper wordand tense usage, and a general evaluation of the ideas presented concerning each character andtheir consistency with the story.

After the editing has taken place, each student is to rewrite their analysis very neatly or using aword processor. They may include pictures if desired.


Chapter 15 (cont.)

RESOURCES/MATERIALSword processor, if available

ASSESSMENTStudents will be assessed on their editing of another student’s paper and on their final draft.


Unit Assessment

How will students demonstrate proficiency?

PERFORMANCE TASKDivide into groups of three to five students. Each group is to pick their favorite third of thebook. After reviewing what goes on in that section of the book, the group is to write a play orpuppet show demonstrating the significant points of the story. Dialogue should be written foreach character portrayed in the chosen section. A narrator should also be included to set thetime and place of the story. The narrator will also be responsible for keeping the audienceinformed of the sequence of events.

After the play has been written, students will choose appropriate costumes for themselves ortheir puppets. (Puppets can be made out of materials as simple as lunch sacks or can be moreelaborate.) Props should also be included for the set or the puppet stage. Students will choosetheir parts and rehearse together. All student must take part in their group’s performance; thismay include activities such as creating sets or directing.

When the final draft of the play has been written and practiced, students will perform the playor puppet show for the class.

SCORING RUBRIC4. The play or puppet show is well-written, using proper grammar, punctuation, and form.

The writing shows an understanding of what was presented in the book, including thehistorical implications. The performance is well-presented. The actors portray theircharacters convincingly and speak clearly and audibly.

3. The play or puppet show is well-written, but contains some errors in grammar, punctua-tion, and/or form. The writing shows an understanding of what was presented in thebook, but may lack certain important points such as historical implications. The perfor-mance is well-presented, but an occasional spoken line is not audible.

2. The play or puppet show is lacking in proper grammar, punctuation, and/or form. Thewriting shows some understanding of what was presented in the book, but some impor-tant points are left out. The performance is lacking in acting and speaking skills neces-sary to convey the story.

1. The play or puppet show contains many errors in grammar, punctuation, and form. Thewriting shows little understanding of what was presented in the book. Many importantdetails are left out. Acting skills demonstrated are minimal and the performance is hardto hear or understand.


Bibliography

Books

Beck, Barbara L. The First Book of the Ancient Maya. Franklin Watts Inc., 1965.Good, easy reading for student reference.

Burgos-Debray, Elisabeth, ed., I Rogoberto Menchu. London: Verso, 1986.

Carmack, Robert M.. The Quiche Mayas of Utatlan. Norman, OK: University of Oklahoma Press,1981.

Very good teacher reference. Good information on social structure and modern-dayMayans.

Castañeda, Omar S. Among the Volcanoes. New York: Dell Publishing, 1991.Good children’s literature. Good description of the descendants of the Mayans. Recom-mended for ages 11 and above, or very good younger readers.

Coe, Michael D. Breaking the Maya Code. New York: Thames and Hudson Inc., 1992.Reference for deciphering of Mayan script. Good examples of Mayan writing.

Odijk, Pamela. The Ancient World: The Mayas. Englewood Cliffs, N.J.: Silver Burdett Press, 1990.Good, easy reading for students.

Stuart, George E. and Gene S. The Mysterious Maya. Washington DC: National GeographicSociety, 1977.

Excellent pictures of various ruins, archeological sites, and Mayan descendants. Writtenas a narrative with important facts and information intertwined. Very interesting to read.

Time Life Books. The Magnificent Maya. Alexandria, VA: Time-Life Inc., 1993.Very good pictures of the ruins. Information concerning life of the Mayans.

Tutor, Pilar. The World Heritage: Mayan Civilization. Chicago: Childrens Press, 1993.Excellent color pictures of Mayan ruins. Very good short explanations of Mayan historyand way of life. Good reading for students.

Web Sites

http://www.alternativemedia.org/im/objectives.htmlInternational Mayan League United. Site for modern-day Mayans to express themselves.

http://udgftp.cencar.udg.mx/ingles/Precolombina/Maya/temp19.htmlGood background history of the Mayans, pictures of historical sites.

http://yucatan.com.mx/mayas/mapaengl.htmShort responses on a variety of subjects including history and contemporary life, as wellas addresses to write to in different countries for more information.

http://www.okcommerce.com/terra/cultures/mayan/mayan1.htmlHistory of the Mayan culture.

http://www.kn.pacbell.com/wired/fil/pages/huntmayancivi.htmlAncient Mayan civilization; archaeology.


About the AuthorStella L. Garcia-Baca was born in Denver, Colorado, where she attended Denver Public Schools,graduating from Abraham Lincoln High School. As a high school junior, Stella was awarded ascholarship through American Field Service to go to Argentina as an exchange student. While inArgentina she was immersed in another culture and in the Spanish language. After graduation,she went to Orchid Beauty Academy, where she earned her Colorado State license as a beauti-cian. She continued in her education and was awarded a Bachelor of Arts degree in HumanServices with an emphasis in drug and alcohol counseling from Metropolitan State University,where she graduated Magna Cum Laude.

After starting a family and working in the drug-alcohol counseling field, Stella returned to theUniversity Without Walls to get her certification in education. While attending the UniversityWithout Walls, Stella was awarded the Colorado Teacher Encouragement Award. Stella becamevery active in the Denver Public Schools as a parent, chairing the School Improvement andAccountability Committee at West High School for two years and serving on the HispanicEducation Advisory Committee for two years as a parent and later as a teacher.

After completing the certification program, Stella began teaching Spanish at Lake MiddleSchool. She has been at Lake Middle School for thirteen years, teaching Spanish and foreignlanguage for grades 6, 7 and 8; English as a Second Language, grades 6, 7, and 8; BilingualLanguage Arts, grade 6. Stella has been active in her school as a member of the School Improve-ment and Accountability Committee, the Personnel Subcommittee, and the School Social Com-mittee.

One of Stella’s hobbies is travel. Her travels include road trips through various parts of Mexico;singing in a choir through Spain and chaperoning students on trips through New Mexico,Colorado and Florida. Another hobby is trying to keep her family of one husband, four daugh-ters, four grandsons, and two granddaughters in step with one another at least once in a while.

study guide for oject among the volcanoes by omar s ...in his book, among the volcanoes, omar...

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